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In this study, the authors address the case of STEM (science, technology, engineering, mathematics) content teachers in an English medium instruction (EMI) environment in Kazakhstan to argue that the professional needs and identities of these teachers are considerably different than the specialist English teachers who teach English language skills and grammar. Therefore, STEM teachers require a different language policy response and diagnosis, and should be understood through a different analytical lens. The study draws on qualitative interviews with one EMI expert and 58 STEM content teachers from six cities or regions of Kazakhstan to present an account of the challenges they confront within mainstream schools. Findings suggest that policies force STEM content teachers to take the role of English teachers, although they are not prepared for that role. These teachers emphasize that their main responsibility is to teach course content, not the English language. As a result, they undergo several dilemmas such as professional [dis]investment and identity crisis, linguistic disadvantages, inferiority complexes, and pedagogical and theoretical limitations. Top-down policies render local teachers and practitioners voiceless and disconnected from policymaking. The authors propose a non-traditional, participatory, and non-hierarchical policy framework, where policy actors at different levels collaboratively engage to assess teachers' diverse needs and take contextually informed actions to address the afore-stated dilemmas and challenges.

This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second-language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach-avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness.

This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.

The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University Grant Commission Bangladesh, was piloted in English for Specific Purposes (ESP) courses in private universities in Bangladesh. This study explores TBLT and CLIL teachers' perceptions regarding feedback and how the success of TBLT and CLIL relates to providing feedback to the students of a large English class at the tertiary level. A mixed-method research design was adopted, including a questionnaire(n=50) and Focus Group Discussions (FGDs) (n=10) as research instruments among the English teachers at different universities. The results indicated that the classroom teachers as research participants were positive about providing corrective feedback to learners' tasks in TBLT and CLIL classes. The participating teachers suggest some feasible and plausible ways and strategies to provide effective feedback to the students of a large English class.

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention had a beneficial effect on motivation towards science content learning in the short and long term, although no differences were detected on motivation to English language learning. The student stance on the experimental instruction of science in English was highly positive.

While various innovative pedagogical methods have been proven effective in facilitating the development of students' English language skills in different contexts, this study explores the implementation of several innovative methods in one EMI course, which includes collaborative online international learning (COIL), content language integrated learning (CLIL), problem-posing education (PPE), and project-based learning (PBL). Deliberate considerations were made in choosing the methods: COIL to stimulate motivation; CLIL and PPE to promote content learning (input); and PBL to facilitate content-integrated learning outcomes (output). The course outcome was assessed with pre- and postcourse questionnaires on the use of English for communicative purposes. The findings suggest that the course was highly effective in promoting the development of participants' confidence, knowledge, and skills, with large effect sizes. Both participants' expectations for the course and the course objectives were met. The use of innovative methods strongly contributed to the positive outcomes of the course in this case.

Content-language integration has been perceived to be an effective approach in second and foreign language learning. However, it can be challenging to implement in content classes, especially in science classrooms. Researchers have suggested using tasks and games to help design diverse opportunities for language and content learning; in particular, a game-mediated dual learning model was proposed to guide the development of instructional activities. The present study aims to share the empirical results of a qualitative-driven research study guided by the aforementioned model, with a focus on participants' language production. Using language-related episodes as a unit of analysis, this study explored how secondary school English language learners collaboratively participated in game-mediated activities in a science class.

This research was a quasi-experiment that examined the effects of CLIL in an educational context in Taiwan's higher education. Two groups of first-year undergraduate students were involved. One (65 students) was taught with CLIL; the other (59), the conventional approach. Their knowledge of the content and learning attitudes (self-efficacy and motivation) were quantitatively compared through achievement tests and a questionnaire. A qualitative semi-structured survey asked both groups for their perspectives on and perceptions of the treatments. The quantitative results show that both approaches were significantly effective for improving students' knowledge of the content of the target subject (literary text), but the EG outperformed the CG. Likewise, both groups had positive learning attitudes to their treatments, but the EG also outweighed the CG. Furthermore, the qualitative accounts generated diverse results, reflecting the underlying difference between the approaches but showing that both approaches were welcomed. However, the conventional method was more favored than CLIL, mostly because of the participants' learning preferences or because of the learning patterns which they had formed over years of studying in the specific cultural-education system (i.e., that of Taiwan) chosen for the study.

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10-12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group (n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers' views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners' perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers' views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.

This study explores the ways in which young second language learners in an intact fourth-grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics-informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning-making in the L2. The results revealed considerable within-group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.

Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables - L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners' interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.

This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both quantitative and qualitative data were collected from 36 teachers at four secondary schools in urban Extremadura so as to assess the perceptions of the execution and the effectiveness of current CLIL education programmes, identifying specifically their potential challenges. Significant differences between content teachers and English teachers' perceptions in six areas under study are examined, from programme management to academic results. Data results indicate that although programmes are viewed quite positively by both groups of teachers, some important areas of difference exist, including the amount of time the L2 is used in a content class and the language skills that are worked in a CLIL environment. To address this gap, suggestions are made to establish more widely accepted standards for CLIL programme objectives.

This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.

This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL's overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin's (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers' follow-up moves may have also played a role in the limited success of higher-order thinking questions.

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers' low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).

The aim of this article is to improve and develop students' critical thinking, as well as their linguistics skills, by making use of the CLIL approach. Focusing on relevant topics in today's society, such as the voting system, is an interesting opportunity not only to motivate students' learning, but also to be aware of the world they live in. The activities are designed for students around the voting age in Argentina with an intermediate level of English. Through the development of writing and speaking skills and collaborative work, students will be aware of the importance of past events, such as the women's suffrage, and social differences that are still happening all over the world.

In this article, we consider the importance of learner well-being for a better performance during the learning process, taking into account their emotions and how they affect them. The CLIL approach is used to integrate learners' language knowledge and provides strategies about how to manage their emotions and develop a positive mindset. In this context, we suggest three meaningful activities for teenage learners to identify and analyze their emotions while learning and encourage their critical thinking, creativity, and collaborative work. Furthermore, learners can learn about how emotions affect not only their school, but also their personal lives. Through these proposed activities, students may develop some tools and pieces of advice to take care of their emotional health.

The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students' interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.

The implementation of educational programs that tackle specific contents and promote English skills is convenient, especially in areas where English skills are not properly developed at universities, such as Spain. Indeed, some subjects are currently presented in English for this purpose. CLIL (Content and Language Integrated Learning), where students learn English as a part of specific subject goals of their degree, could be a suitable way to improve English skills while acquiring the corresponding competences. Moreover, online lessons are becoming important, especially during the COVID-19 outbreak, when it was an alternative for face-to-face teaching. The aim of this work was the implementation of an online CLIL course about biorefineries for chemistry, chemical engineering, and mechanical industrial engineering students. The course was a first approach presented as a specialization course that could be merged with related subjects in the future. The main objective of this session was the gradual introduction of English grammar and vocabulary (specific terms) and the promotion of students' participation on oral discussions. The results were successful, showing that the students got motivated and obtained good grades. As possible improvements, the introduction of terms should be less continuous, otherwise the students could lose track of the lesson.

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers' knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers' knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.

This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To accomplish these goals, relevant CLIL instructional materials were developed by the researchers and subject content teachers. Content teachers received training in English to apply the designed material and implement the CLIL instruction prior to CLIL classes. A convenience sample of 24 university students participated in this study. They were required to write research abstracts and reports in English according to the knowledge of genre and move-based structure. The data collection was conducted using a mixed qualitative and quantitative method. Student abstracts written in English were also analysed qualitatively to investigate the use of linguistic features, structural elements, and vocabulary. Additionally, six subject content teachers and six students were interviewed about their perceptions of and challenges from CLIL implementation. Student questionnaires about their attitudes towards CLIL implementation were then used to collect quantitative data. Over the seven weeks of CLIL lessons, the interview results revealed that close collaboration between content and language teachers prior to CLIL implementation was necessary to affirm the steps and procedures to be applied in the classroom. Some of the content teachers conveyed the importance of advancing students' language-related knowledge in expressing scientific ideas in English. Most students also expressed their satisfaction towards CLIL instruction as it facilitates the learning process, helping them improve their writing and reading skills as well as their ability to use academic vocabulary. The findings of this study advance our understanding of how to implement CLIL lessons, including the importance of CLIL-related training, creating instructional materials, and language integration of content and language learning in science at the university level.

Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning- this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program -designed for 5th grade students of a Primary School in Northern Greece was piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and engaging them in the subjects of geography, history and culture, using English, -with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation.

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms, writing-to-learn may be a more appropriate goal. However, little is known about how teachers who move between such classrooms adjust their writing pedagogy as they do so. Accordingly, we bring together the views, beliefs, and experiences of three Thai university lecturers who teach across EFL, CLIL, and EMI platforms. Collectively, they serve as researchers/participants in the co-construction of joint autoethnographies on teaching English writing at Thai universities. Their emergent themes give valuable insights into how they navigate the complexities of moving between language and content concerns, expectations and realities, and idealism and pragmatism. Results also show how there is no one-size-fits-all approach for these researchers/ participants, and that both bottom-up and top-down constraints shape their actions and beliefs as writing teachers. Overall, by drawing on their combined experiences, we hope to raise awareness of the challenges placed upon English language teachers when teaching writing and provide useful guidance for those working in similar contexts. [Note: The PDF pages appear to go through page 499. The page range (482-498) shown in the citation is correct as there is a blank page in the PDF (page 487) and the next article in this issue begins on page 499.]

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students' needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students' linguistic demands and engage in professional collaboration with language specialists to design and provide well planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.

This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students' response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students' L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL teachers, who were obliged to implement CLIL because of the school policy. The study utilised trajectories of learning as a theoretical framework and employed a narrative case study to interview five in-service CLIL teachers. The findings revealed that the teachers entered the CLIL community by accident; they were assigned to teach CLIL by the school directors simply after visiting a CLIL school. Even though their trajectory was accidental, these teachers moved to an insider and inbound trajectory through constant practice, networking, and extensive professional development. This paper argues that converting a monolingual content classroom into a CLIL classroom is more than changing a language of instruction; instead, it takes one's identity.

A challenge to curriculum designers is what to adapt and include in Foundation English (FE) courses for tertiary education. In Thailand, it is important to explore how Thai EFL university students perceive their own needs in terms of English language learning. The present study aims to explore their perceived needs and to make use of the needs to design appropriate components of FE in a public university in Thailand. An online questionnaire comprising self-rated items on English language skills and written responses was used to capture data from 145 randomly selected university students enrolled in an FE course at the university in the second semester of academic year 2022. The results revealed that speaking was the most wanted-to-learn skill for communication. Moreover, seven other factors were found for the design of FE surrounding English for Academic Purposes (EAP) and English for Specific Purposes (ESP). The components of EAP for FE included Academic English Skills, Advanced Reading Skills, and Paragraph Writing. The elements of ESP for FE included Content-based Language Learning and Career English. These findings have implications for the design of FE curriculum and course component development.

These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.

As our classrooms become more heterogeneous due to migration, education, geography and bilingualism have become the creators of international needs. Through a closed-ended questionnaire we sought to examine quantitative information about the advantages of teaching geography bilingually. With this research we studied 5 secondary schools in Serbia where geography was presented bilingually. The lack of similar research and the freshness of this learning model led us to the subject for the article, which is based on revealing the motives and preferences of students for this type of teaching. Using comparison with standard teaching in the mother tongue as method, the interest of students in bilingual teaching was determined. We also investigated the possibility of applying didactic-methodical principles for organising study without time limiting learning. A certain number of students found language competencies, more diversity in the teaching process and significant individual work activities as a step towards academic and personal achievement -- almost as an employment advantage. This justifies the aim with our study by emphasising the benefits and the need to study geography bilingually.

English language acquisition is a major challenge for Chinese students in the fields of science, technology, engineering, and mathematics (STEM) cooperative educational programs. The general academic English courses in China serve as preliminary courses for future advanced Content and Language Integrated Learning with science and engineering in the programs. The present general academic English courses are often criticized for form-focused instruction and language skills training rather than focusing on developing cognitive skills and social awareness. Additionally, present English courses are faced with an excessive number of students and limited time and resources, thereby, constraining effective course implementation. This comparative research study investigated the effects of different instructional models (face-to-face, blended learning [BL], and flipped learning) in three groups of 100 Chinese undergraduate students each majoring in STEM. A quasi-experimental design and student engagement questionnaires were used for data collection. The Kruskal-Wallis test and an analysis of variance revealed a significant difference between experimental group 2 and the other two groups, while no significant differences were found between the first two groups. The findings indicate that flipped BL, along with modified teaching strategies and activities improved the participants' learning results and engagement levels.

Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate "English-only" policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students' home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.

Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.

The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms, while this paper intends to investigate the correlations between L1 use with learner factors, the understanding of which can shed light on more efficient translanguaging practices. Through a cross-sectional approach, the present study was contextualised in a large-scale, content-based English as a foreign language programme and drew on 335 undergraduates, who completed a series of questionnaires and tests. Correlation and regression analyses primarily demonstrated that English proficiency was the most significant predictor of learners' overall attitude to L1 instruction in classrooms, followed by content proficiency and language learning motivation. Gender was a non-significant variable for learners' overall perspective on L1 employment but was related to the constructs about using the L1 for phatic purposes, with male students requiring more translanguaging assistance. The paper concludes with the implication that the desire for L1 use is associated with various learner factors and that teachers should be aware of how to encourage and regulate translanguaging practices for differing instructional purposes as per the changing needs in classrooms.

Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers' training and experience affect content development. A t-test analysis was conducted to analyze the effect of teachers' training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers' training programme and the use of CLIL (P<0.05), and teacher's experience and the impact of CLIL (P<0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT.

Although there has been much research on second language learning, minimal literature reports how language learners learn multiple foreign languages through immersion. Further, a majority of these previous studies have been conducted using exclusively quantitative methods. In response to these empirical and methodological gaps, the current study adopts a qualitative case study to investigate how polyglots immerse themselves in particular settings during their path of learning multiple foreign languages. I collected data through demographic questionnaires and semi-structured interviews obtained from Indonesian polyglots. Findings indicated that polyglots learn multiple foreign languages through immersion contexts by using the target language in content-based language learning, mingling abroad in the target language, participating in a community of practice, and engaging the target language in social networks. The findings of this study also suggest that other language learners can adapt to the ways polyglots learn foreign languages through immersion.

This case study explored three Taiwanese elementary school English teachers' pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers' designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of classroom practices and post-observation conferences, and interviews reached the following conclusion. Firstly, food was the major glocalized CLIL topic. Secondly, these three English teachers had positive attitudes towards their multimodal presentations of glocalized CLIL lessons. Thirdly, these three teachers possessed different levels of English language skills in their collaborative lesson planning. Fourthly, these teachers faced challenges in providing their learners with authentic tasks for pushed output (learners' production of the language of learning and content knowledge for contextualized and meaningful use) and using English as the medium of instruction.

Purpose: The paper reports how lesson study helped to make the learning of students with limited English competencies visible in "Content and Language Integrated Learning" (CLIL). Design/methodology/approach: The two lesson study cycles took place in a Swiss primary school with a focus on three case pupils each with heterogeneous attainment levels in English. The research group observed how the case pupils coped with learning English integrated with art, crafts, and sports in four research lessons. Following a case study methodology, the research focussed on how the case pupils used their limited English language competencies complemented with multilingual and multimodal means to make their learning visible. Findings: Thanks to the close observations of students' learning and the detailed analysis thereof as a cooperative effort of the research group, the lesson study revealed that the case pupils used varied means to express their learning partly depending on their levels of English. Research limitations/implications: This small-scale case study only describes data collected from four research lessons based on a total of 12 case pupils. Originality/value: Commonly during lesson study, the students' learning is captured through the verbal language they use. But if the research lesson takes place in a foreign language setting in which students' language competencies are limited in expressing their learning, other languages and modes of communication must be considered. To date, there are few papers on how lesson study helps to explore learners' use of so-called translanguaging and trans-semiotising.

While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in content exams that did not impose any language constraints, and follow-up interviews were conducted to probe into the participants' language-related EMI experiences and the factors that affected their language use in their responses. Student reports showed that L1 was used by instructors to explain complex concepts or when students' comprehension was challenged. Students used both English and L1 materials for studying, and in group and individual work, a mix of English and L1 was common, driven by the aim of cognitive efficiency and overcoming language barriers. In the content exams, both monolingual and translingual practices were employed by the participants, and their language use was mainly associated with relative proficiency in L2, encoding-retrieval match, and compartmentalization of languages. The study demonstrates that students encounter challenges in L2 comprehension and production in lessons and exams and that offering language flexibility in content exams may serve as a temporary accommodation that allows fuller expression of content knowledge, particularly in time-constrained exams.

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.